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1A教案


Oxford English 1A M1 U1
Content Aims Greetings 1. To learn the new words: morning, afternoon 2. To use formulaic expressions to greet people and bid farewell. 3. To be polite of everyone. To bring up pupils’ interests of learning English; Multimedia ,sticks ,flashcards .etc. Procedures Step Pre-task preparation Teacher’s activities 1. Rhyme: I am Lulu. Hello, hello, hello. I am Gogo. Hi, hi, hi. 2. Greetings: T: I am Lisa. Hello, Kitty. 3. Song:<Good morning> While-task procedure 1.Learn: morning T: Good morning, children. A: Show the flashcard morning. B; T: Good morning. Students’ activities Make a new rhyme. P: I am Kitty. Hello, Lisa. (Greetings.) Sing together. Purpose 复习准备期所学 的儿歌,营造融 恰的英语气氛。 通过师生间的问 候,增进师生友 谊。 歌曲的引入即能 培养欢乐课堂氛 围,也为今天的 学习奠定基础。

Language focus Teaching aids

Ps: Good morning, Lisa. Read: morning Say one by one. Ps: Good morning ,Lisa. Work in pairs.

2. Learn: afternoon A; Show the flashed afternoon. B: Greeting: Good afternoon. 3. Play a game. T: read:

Read : afternoon Work in pairs.

Pat the word cards. Match: Two pupils pat.

通过玩玩做做, 使学生在游戏中 巩固所学的新 知。 通过语境的创 设,让学生进行 语言的交流,虽 然难度颇高,但 真正达到了运用 语言的目的。

4. Show the story about Alice! 5. Song:

Follow the multimedia. Act out the story. Make a new song <Good afternoon> Greet one’s new friend.

用所学的句型来 改编歌曲,即激 发了学生强烈的 求知欲,也更好 的在歌曲中巩固 了新句型。

Post-task activity Assignment:

Dialogue: Make a new friend

Do in pairs and give a feedback

在场景中运用所 学,提高实际运 用语言的能力。 作业的布置是课 堂教学的延伸。 通过对新朋友的 问候巩固课堂的 知识。

1. Read the book of page 2,3. 2. Greet your new friends.

板 书 设 计

1A M1 U1 Greetings morning Good morning. afternoon Good afternoon.

教 学 反 思

Oxford English 1A Module 1 Unit 2
Content Aims My classmates 1. To use the key words to make a rhyme. 2. To use imperatives to give simple instructions; e.g. Give me…,please. 3. To use formulaic expressions to offer people things. e.g. Here you are. 4. To use formulaic expressions to express thanks. e.g. Thank you. Language focus Teaching aids Step To use the sentences in context. Multimedia, sticks, flashcards, etc. Procedures Teacher’s activities Students’ activities Purpose

Pre-task preparation

1. Greetings: 2. Song:<Good morning>

Ask and answer. Sing together.

通过反复的操 练来巩固所学 的知识。 歌曲能激发学 生学习的兴 趣。 第一首儿歌, 通过老师的教 授,来教会学 生。

While-task procedure

1. Show the words: T: What can you see? T: A book, a pencil. I can see. T: A book, a pencil. For you and me! 2. Show the other words A ruler, a rubber

Read: A book, a pencil Read the rhyme Say one by one

Read Make a new rhyme. A ruler, a rubber I can see. A ruler, a rubber For you and me.

而第二首儿 歌,部分学生 能在第一首的 基础上进行自 己创造。

3. Game: Show : A bag, a pencil; A book, a ruler;

Make a new rhyme. …

4. T: Give me a ruler, please!

T: Here you are.(action)

P1:(act) Read: Give me a ruler, please. P1:Thank you. Read: Here you are. Ps: Here you are.

于是,通过游 戏,给学生一 组组 Key words.让学生 逐步逐步地进 行改编。学生 也在老师的帮 助下体验到了 创造的快乐。 在教学中,充 分运用肢体语 言,能更好地 帮助学生题解 内容。同时也 能符合低年级

5. T: Give me a ruler, please. T: Thank you.

Work in pairs.

新生好动的性 格特点。 Post-task activity 6. Show a story: On Sunday afternoon Say and act. 努力尝试在语 境中进行语言 的交流。培养 学生的语感及 交际能力。 更好地巩固所 学的知识。

Assignment:

1. Read the book of page 6,7,9 2. Act out the story about page 8.

板 书 设 计

M1 U2 My classmates Give me a ruler, please. Here you are. Thank you!

教 学 反 思

Oxford English 1A M1U3(1)
Content (含课时) Aims Oxford English 1A M1U3 My face(1) 1. Using nouns to identify parts of the body. e.g., eye, mouth, face, nose, ear 2. Using pronouns to show which items is being referred to e.g. This is my… 3. Using formulaic expressions to introduce oneself. e.g. Hello. I’m Jack. 4. Use modeled sentences to communicate with other students. Understand some expressions of introducing the parts of a face. Use modeled sentences to communicate with other students. multimedia, sticks, etc. Procedures Step Pre-task preparation Teacher’s activities 1. Song /Good morning/ Students’ activities 1. Sing the song Purpose Establish a happy learning

Language focus Teaching aids

atmosphere 2. A rhyme 2. Say the rhyme /A book, a pencil/ 3. Say or do something the teacher asks. 1. Listen and say hello to Jack. 2. Learn “face” A, Say the word B, Say “my face” “your face”(action) C, Rhyme “face, face, my face, face, face, your face” 3. Say the sentence. 3. Look, this is my face. (action) 4. Teach “mouth, nose, eye, ear” just like step 1 and 2. 4. face, face, my face, face, face, 5. Make a rhyme. your face…ear, ear, your ear. 5. Sing together 6. Song /My face/ 7. Quick response: Ask the students to point to their organs. 8. Game: Introduce the parts of your body. Strengthen the new words 6. Point to the parts of the body. Use modeled sentences to communicate with other students. Let the pupils relax themselves , Strengthen the new words and the sentence. Establish the pupils good oral English Learn “Jack”

3. Daily talk e.g. Hello. Good morning. Please introduce yourself. While-task procedure 1. Show the media. Look at the clown and listen to what does he say. 2. Look at Jack, this is his face.(action)

Learn the new words and the sentence.

7. Hello, I’m … This is my…

Post-task activity

1. My feeling 2. My attitude

板 书 设 计

Jack This is my face. This is my mouth. This is my nose. This is my eye.

教 学 反 思

Oxford English 1A M1U3(2)
Content (含课时) Aims Language focus Oxford English 1A M1U3 My face(2) 1. Using the key words in context. e.g., eye, mouth, face, nose, ear 2. Using imperatives to give simple instructions. e.g., Touch your… 3. Use modeled sentences to communicate with other students. 4. Using imperatives to give simple instructions. e.g., Touch your… multimedia, cards, sticks, etc. Procedures Step Pre-task preparation Teacher’s activities 1. Song / My face / Students’ activities 1. Sing together Purpose Establish a happy learning atmosphere. . Establish the pupils good oral English. Review the new words.

Teaching aids

2. Daily talk e.g., Hello. Good morning. Please introduce yourself. 3. Read the words with the cards.

2. Say or do something the teacher asks.

3. Read together and point to their body.

4. Make a rhyme with the words.

4. face, face, my face, face, face, your face…ear, ear, your ear 5. Hello, I’m … This is my… 1. Look carefully.

Review the phrases, lay a foundation for the following.

5. Introduce the parts of your body. While-task procedure 1. Show the media. Look, this is Eddie. Eddie, touch your face( action) 2. Eddie: This is my face. Elicit the new word “touch” 3.Touch your face, boys and girls.(T/P, P/T, P/P) 4. Make a rhyme.

2. Read together and do the action.

Learn the word.

3. This is my face.

Learn sentence.

the

4. Touch, touch, touch your face… Strengthen the new sentences. 5. Listen and read.

5. Listen to the tape and read the book. 6. Game: (four a group) Ask one student act as a puppet. 6. This student should do actions according to the commands of the other students.

Post-task activity 板 书 设 计

1. My feeling 2. My attitude 教 学 反 思

touch Touch your face. This is my face. mouth (picture) nose (picture) eye (picture) ear (picture)

Oxford English 1A M2U1 (1)
Content Aims M2U1 My abilities ( the first period ) 1. To use verbs to indicate actions. e.g., read, sing, dance, draw. 2. To use the modal verb can to express abilities. e.g., I can sing. 3. To believe your abilities. Pronounce the key words correctly. Pictures, word cards, multimedia, tape, etc. Procedures Step Pre-task preparation Contents Warming-up Methods 1. Say some rhymes <A book, a pencil> Purpose 可朗诵一些学生 以前的儿歌,给 学生成功的体验 经历,调动学生 学习英语的积极 性 , 并复习 I can 句型,为新授服 务。 通过快速应答的 方式来巩固旧知 识,可以快速的 把学生带到英语 学习的氛围中 来。 学生在聆听中感 知歌曲的旋律和 歌词的大意,为 进一步学习本课 单词 draw 和歌曲 作好准备。

Language focus Teaching aids

2. Do some greetings eg: Hi!, Good morning. Good afternoon. Goodbye. How are you? 3. Listen and enjoy a song on page17, watch the flash and try to understand the meaning by teacher’s presentation.

While-task procedure

1.To learn : draw

1. Teacher draws the flower on the blackboard and asks: What can I do? Then answer by himself ”I can draw.” 2. Students look at the pictures, word cards and read the word. 3. Students repeat the word, phrase, rhyme after teacher. A. draw, draw, I can draw B. draw, draw, draw a flower. C. draw, draw, I can draw a flower. 4.S tudents practice the rhyme with their partners.

用悦耳的歌曲和 生动的画面形象 地引出单词,激发 学习兴趣。为了 进一步加深学生 的印象,老师有 必要再在黑板上 演示一下。 注意图、词的呈 现,让学生能音、 形、图(意)统 一起来。 教师示范用单词 来造词组、句子, 为学生接下去自 己学习巩固后几 个新词打下基 础。 让学生在真实的 唱歌活动中理解 sing 的含义,并 巩 固 draw, 一 举 两得。

2. To teach : sing

1. Teacher sings a song,<I can draw >. 2. Teacher asks what can I do ? And then answers by himself. I can sing. 3. Read and say something like draw 4. Try to sing a song<I can draw> after the flash. Teacher act the other two new words and show the cards. Encourage students make some new phrases and rhymes by using the new words. eg: read, read, I can read a book.

3.To learn : dance, read

学生在通过模仿 的基础上自己进 行创编,来学习 并 巩 固 dance 和 read 。 学习最 终的目的是让学 生在学习的过程 中学会学习的方 法。并在以后的 学习中学会使用 这些方法。

Post-task activity

1. Play a game: read or clap. 2. Match the pictures and words. 3. Watch the flash of page 14, listen and read it. 4. Read the chant on Teacher’s Book 26. Listen, speak read and 1. listen to the tape on page14 2. Read the new words. 3. Sing the new song to their family. 教 学 反 思

通过不同形式的 活动让学生快速 有效地巩固今天 所学的知识。

Assignment

Let’s learn 的单 词,要让学生在 不断地认读中巩 固。

板 书 设 计

I can draw. sing dance read.

Oxford English 1A M2U1 (2)
Content Aims 1A M2U1 My abilities (the second period) 1. To ask Wh-questions to find out a person’s ability e.g. What can you do? 2. To learn to ask and answer e.g., What can you do? I can sing. 3. To be polit Language focus Teaching aids Step Pre-task preparation What can you do? I can …. Tape, word cards, pictures, multimedia, masks, etc. Procedures Contents Warming-up Methods 1. Sing the song by actions <I can draw> 2. Watch flashcards 1A (dance, read, sing, draw) Purpose 配上动作演唱 歌曲,学生会 唱得欢记得 牢。

e.g., T: What can Alice do? Ss: Sing.(Do the action) 3. Listen and act e.g. T: order: draw Ss: Do the action.

通过看、说、 听、做,调动 学生各种感官 来复习巩固四 个动词。 在学生学会答 句的情况下, 通过老师与一 学生简单的问 答,学生应该 能很快明问句 的含义。 通过学生喜欢 的 chant 形 式,使新句型 朗朗上口。而 不是一味枯燥 的领读跟读。 通过小组比赛 的方式激发学 生的学习热 情,让他们更 快的学会说新 句型。 充分利用多媒 体操练问答 句,然后由机 械模仿到同桌 自由操练,此 时对学有余力 的学生老师可 以适当增加其 他一些动词, 以满足学生需 要。

While-task procedure

1.To learn : What can you do?

1. To elicit: What can you do? 1) T chooses a student and ask: What can you do? 2) T prompts him to answer with actions.
3) T Repeat the question for several times.

2. Say a chant 1) Say after the teacher. e.g. What can you do? What can you do? I can dance. I can dance. 2) Divide the class into groups. Have each group make new chants.

2. Ask and answer.

1. Watch the flash of page 15 2. Listen and read it. 3. Work in pairs. What can you do? I can___.

Post-task activity

1. Do a survey.

2. Talk about what you can do?

1. (watch the flash) Do a survey on SB page 16. 1) Model T: Eddie, what can you do? I can read. So let’s tick here. 2) T helps Ss to do a survey To complete the table on Page 16. 1. Watch a flash. ( Happy Land Topics Talk about what you can do.) e.g. Hello, I’m John. I can read. 2. Try to talk about with the partner. 3. Act in the front.

由于学生第一 次接触调查报 告,所以老师 要充分利用多 媒体的形象直 观性,把调查 时说的语言以 及报告打勾的 地方都要跟学 生讲清楚,示 范明白。 先看多媒体模 仿,再与同学 自由交谈,最 后上台表演, 以缓冲学生的 紧张心理,也 使表演更流 畅。 培养学生回家 听录音跟读的 良好习惯,以 使学生具有良 好的语音语 调。

Assignment

Listening, reading, and talking.

1. Listen to the tape on page 15 and read after it. 2. Talk about what you can do.

板 书 设 计

What can you do? I can sing dance draw read

教 学 反 思

Oxford English 1A M2 U2(1)
Content (含课时) Aims Module 2 Me, my family and friend Unit 2 My family (Period One) 1. To ask Wh-questions to find out a person’s identity. 2. To use nouns to identify family members. Language focus e.g., father, mother, 3. To use modeled phrases to communicate with other students. 4. To use pronouns to identify people and family members. 5. To love their family and be kind to parents. Teaching aids Student’s book1A, cassette, photos of family members, etc Procedures Step Pre-task preparation Teacher’s activity Let the students sing a song ‘Good morning’ Students’ activities Sing this song Purpose 活跃课堂气氛 为后面新授作 准备。 While-task procedure Who is he? Oh, he is Peter. Peter is a boy. We say he is Peter. Say ‘he is Peter’. He, He He’s Peter. Follow the teacher. Clap their hands and try to follow the teacher. Try to say these boys Show some other picture.(Eddie, Danny, John, Tom) using the sentence ‘He’s...’ Who is he? 教一年级一定 要注意节奏。 最 好编一些带有 韵律的儿歌让 新句型琅琅上 口。 Peter! 由歌曲中的人 物引出新句型 自然流畅。

Ask and answer. Ask me

Say He’s... Ask the students to practise with their deskmates. Show the picture of Father. Who is he? Is he Eddie? Ask me. He’s my father. Who is he? Follow the teacher. Read this sentence one by one. 由旧单词引新 句型再由新句 型引新单词为 学生降低学习 难度。 Show the picture of Mother. Oh, a nice girl. Who is she? We say she’s Alice. Change the pictures Kitty, Miss Fang, Emma Show the picture ‘Mother’ She’s my mother. Compare these two words. He he he, she she she He’s he’s he’s She’s she’s she’s Who is he? Who is she? Have the students say the following chant. Who’s he? Who’s he? He’s my father. 反复强调 he 和 she 为学生 加深印象 Work in pairs. Read these words Ask who she is? Alice. Repeat after the teacher. Say she’s... No.

He’s my father. Who is she? Who is she? She’s my mother. She’s my mother. Post-task activity Have the students work in pairs asking and answering using the photos of their families. Work in pairs 让学生利用自 己的照片进行 交流会让他们 更感兴趣。 Say the chant in their groups. Act it out.

Act it out. Assignment 1. Listen to the tape 2. Talk about the people you like Unit 2 板 书 设 计 Who is he? He’s my father. Who is she? He’s my mother. 教 学 反 思

Oxford English 1A M2 U2(1)
Content (含课时) Aims Module 2 Me, my family and friend Unit 2 My family (Period Two) 1. To use pronouns to identify people e.g., me 2. To use nouns to identify family members. e.g., grandfather, grandmother 3. To use modeled phrases to communicate with other students. 4. To love their family and to be kind to the family members

Language focus

To use nouns to identify family members. e.g., grandfather, grandmother

Teaching aids

Student’s book1A,cassette,photos of family members, Procedures

Step Pre-task preparation

Contents Say a chant

Methods Eye, eye this is my eye. Ear, ear this is my ear …

Purpose 复习 this is 的 旧句型是为后 面做铺垫。

While-task procedure

Show a picture of a mouth/ an ear /an eye/ a nose A face

S: this is my mouth/ my ear ,my eye/ my nose/ This is my face. Follow the teacher.

屏幕上依次出 现五官最后出 现一张脸然后 引出 this is me 的句子显 得自然而富有 趣味。

This is my face. This is me. Me me this is me.

Repeat after the teacher. Look at the picture

Put on some masks. Alice/ Danny/Ben/Kitty/my father/my mother

and try to say this is ...

Put on the mask of grandma. I am grandmother.(change the voice and pretend to cough) Mother mother grandmother Father father grandfather Follow the teacher say and act. Learn the new word ‘grandmother’ 老师突然改变 声音吸引学生 注意力又和 grandmother 一词相呼应。

Learn the new word Ok this is my family. Let me introduce my family. This is me. This is my... Try to complete the sentences Post-task activity Take out their photo of their family. Try to say in their groups Act it out Assignment 1. Listen to the tape 2. Introduce family members This is me. 板 书 设 计 This is my... Mother grandmother father grandfather 教 学 反 思 grandfather. 一年级教学时 要缓坡而上, 让 他们多体验一 些成功的喜悦。

Oxford English 1A M2U3 (1)
Content Teaching Aims Difficulty Focus Aids 1. 2. 3. 4. Oxford English 1A My friends To motivate pupils the interests of learning English. To let the pupils perceive the feeling of English. To learn the new words:fat thin tall short. To use the new words describe the people around us.

To bring up students’ good habits of listening and speaking English 1. To motivate pupils to be interested in English 2. To bring up good habits of listening and speaking English multimedia, word cards, etc. Procedures Step Students’ activity Purpose

Pre-task preparation

1. Sing a song. 2. Greetings.

Sing and enjoy the song. T: Hello. I’m Miss Huang. P: Hello, Miss Huang. -----Pupils try to say the chant Make a new chant.

Establish a happy and relaxed learning surrounding. Establish the pupils good oral English

3. Say a chant.

By the new chant, to introduce the main person.

While-task procedure

1. Song “Postman & policeman” 2. To teach “tall short”. 1) Look, children. What is he? He is a postman.

Listen this song and enjoy it.

2. To short”.

learn

“tall By Observing different place of two postmen, let students to keep view about “tall short” the the the the and

1) Listen to teacher think.

the and

2) Point to the tall postman and short postman.

2 ) Observe different place of two postmen. Imitate to say and short with actions.

the the tall the The students are familiar with the great stars and like them very much. We can stimulate the students’ desire of speaking.

3) Let the students to make a chant.

3) Look at the pictures And say Yao Ming, Yao Ming Hello, Hello, Hello Yao Ming Tall, Tall, Tall, Liu Xiang, Liu Xiang. Hi, Hi, Hi, Liu Xiang, Liu Xiang. Short, short, short.

4) Show some pictures and introduce them. 4) To use tall and short to describe Yao Ming and Liu Xiang. This is Yao Ming. He is tall. This is Liu Xiang. He is short.

Stimulate the learning interests of the students.

Who is tall\short in my classroom?

5) Who is tall \short in my classroom?

Who is tall\short in my classroom?

Apply the new knowledge to the students’ daily life. 5) The students will make some examples.

3. To learn “fat thin” 1) Show a cartoon “fenddy”. 2) How is the Fenddy? He is fat. 3) Thin 4) Compare fat Fenddy and thin Fenddy. 5) To educate the students not be fastidious about food. . Post-task activity Do some exercises

Look at the slide with strong interest. To learn fat. To learn thin. Observe

The cartoon character has been deeply like by students. And the student will be active to learn the new words and act out.

Don’t be fastidious about food.

To educate the students not be fastidious about food.

Match the picture and words. Play a game.

Examine the students’ circumstance of the studying.

1.My feeling 2. Assignment Assignment To use the adjectives to describe the different people.

1. Follow the tape 2. Try to describe a person

板 书 设 计

tall short fat short This is ---. He\She is ---.

教 学 反 思

Oxford English 1A M2U3 (2)

Content Teaching Aims

Oxford English 1A My friends 1. To motivate pupils the interests of learning English. 2. To let the pupils perceive the feeling of English. 3. To learn the new words: classmate friend 4. To apply the new words to the daily life. 5. To be friendly with your friends and classmates. To bring up students’ good habits of listening and speaking English. 1. To motivate pupils to be interested in English 2. To bring up good habits of listening and speaking English multimedia, masks, word cards, etc. Procedures Teacher’s activity 1. Sing a song. Students’ activities Sing and enjoy the song. Purpose Establish a happy and relaxed learning surrounding. Review content of term with short fat thin. the last tall and

Difficulty Focus Aids Step Pre-task preparation

2. Say a chant.

Pupils try to say the chant.

3. Show some pictures of the stars and the cartoons.

Students try to say something with the pictures. This is Yao Ming. He is tall. -------

Examine the students’ circumstance of the studying.

While-task procedure

1. Show a picture of the whole class. 2. Point some students. T: Good. And he is your classmate. 3.To teach “classmate” 1) classmate 2) Say something more.

1. Look at the picture and find themselves. 2. Say something about their classmates.

3.To learn “classmate”

1) classmate 2) classmate classmate He is my classmate. She is my classmate.

Students are happy to see themselves and their classmates on the slide. They are active to say something with the knowledge they’ve learnt.

3) Who is classmate?

your

4) Make a chant. 4. To teach “friend” 1) Show a picture of the teacher’s friend. 2) To teach: friend 3) Show some cartoon friends. Who is your friend? And introduce them. 4) Make a dialogue. How is your friend?

3) Look at the pictures And say ----is my classmate. 4) classmate classmate One and two. You and me. 4. To learn: “friend” Look at the picture carefully. To learn :friend To know more friends. He is---. He is my friend. Who is he? He is ----. He is my friend. He is short.

Rhymes and chants are always favorite with the students. And it is also easy for them to say and remember it.

Let the students to say something about their friends.

Post-task activity

Make a dialogue. How is your friend? My feeling Assignment

Act out the dialogue. Who is he? He is ---He is my friend. He is fat.

To introduce one classmate and one friend to your parents. To be friendly with your classmates and friends.

Assignment

1. Listen to the tape 2. Make a dialogue and try to say

板 书 设 计

classmate. friend He is my---. He is---.

教 学 反 思

Oxford English 1A M1
Content (含课时) Aims Language focus 1A Module1 Revision (1)

Revision (1)

1. (1) To enable the pupils to identify and read the study materials. (2) To enable the pupils to express the greetings properly. (3) To enable the pupils to ask for sth. using the imperatives. 2. (1) To bring up pupils good habits of listening and speaking. (2) To motivate pupils’ interest in English. 3. To educate the pupils to be polite and helpful to the others. Multimedia, picture cards, real objects 1.Using the words about the study materials. in context. 2. Using formulaic expressions to greet people. 3. Using imperatives to ask for sth. Procedures Contents Methods Sing a song T says,P1 responds (Hello, Hi, Good morning, etc) Purpose 让学生快速进入 英语学习状态; 师 生问候既是对所 学问候语的复习,

Teaching aids Language focus

Step Pre-task preparation

1.Warming up 2.Greetings

又增进了师生情 感互动。 While-task procedure Review the words about the study materials. 1.Brainstorm: T: What can you see? 2. Say the rhyme. 3. Matching game Match the pictures and words. 4.Make rhymes e.g. pencil, pencil I can see a pencil pencil, pencil Give me a pencil 头脑风暴游戏的 设计, 帮助学生快 速回顾所学单词; 通过说儿歌, 词形 和词义配对等学 习活动, 帮助学生 巩固单词音、形、 义的联系; 模仿编 儿歌, 则初步培养 学生在语境中运 用所学单词的能 力, 并强化了本单 元的重点句子。 运用多媒体创设 交新朋友和借东 西的情景和语境, 把语言点串成一 个主题, 让学生在 看看、 听听、 说说、 想想中感知、理 解、掌握语言。 通过模仿自编对 话, 初步培养学生 同伴合作能力。

Review the dialogue.

1. Show the situation (Ask for something) 2. Look and listen 3. Look and say. 4. Think and complete

Post-task activity

Make a dialogue.

Say and act. (work in pairs)

板 书 设 计

教 学 反 思

Oxford English 1A M1 Revision(2)
Content (含课时) Aims 1A Module1 Revision (2) 1. (1) To enable the pupils to identify and introduce the parts of a face. (2) To enable the pupils to express the possessions. 2. (1.) To bring up pupils good habits of listening and speaking. (2) To motivate pupils’ interest in English. (3) To enable the pupils to describe themselves using adjectives. 3. To educate the pupils to keep themselves clean every day. 1. Identify and introduce the parts of a face. 2. Using imperatives to give simple instructions. 3. Using possessive adjectives to express possessions. picture cards, paper, masks Procedures Step Pre-task preparation Contents 1.Warming up 2.Greetings Methods Sing a song T says,P1 responds (Hello, Hi, Good morning, etc) Purpose 让学生快速进入 英语学习状态; 师 生问候既是对所 学问候语的复习, 又增进了师生情 感互动 通过快速反映的 游戏,既对要复习 的词句进行了初 次强化,又调动了 学生的学习热情; 通过看口型,猜单 词的游戏 帮助学 生掌握单词的正 确读音,特别是 eye ear 的发 音;What is missing 的游戏, 让学生在检索、 回 忆中整体巩固了 单词的音、 形、 义; 利用学生练习册

Language focus

Teaching aids

While-task procedure

Review the words about the parts of a face.

1.Quick response T: Touch your… Ps: OK. This is my... 2.Guessing game a. Look at my mouth b .What is missing? ( pictures; words) 3.Listen and number

P10 B 的练习,重 新设计听力材料 (语段),在词不离 句中,再次复习了 单词又为下面的 复习作了铺垫. Introduce the parts of a face 1.Show a pig’s mask a. T- points and says e.g. Hello, I’m little pig, QQ. Nice to see you. Look. This is my… I’m fat/happy/nice. b. Ps say after teacher. c. P1 act and say. 2. Show some little animals’ masks(cat, rabbit, dog, etc) Pupil can choose one then act and say. 1. Draw a face and make a mask. 2. Introduce the parts of your face. e.g. Hello/Hi/Good morning…I’m… Look! This is my… I’m… 通过老师介绍, 学 生跟说到学生的 演演说说, 从扶到 放, 使语言学习层 层推进。 用不同小 动物的头饰,充分 考虑了低年级学 生的年龄特征,同 一知识点用不同 的途径来强化,复 习岂不乐哉!拓展 I’m fat /happy/ nice…使语言表 达更完整 通过画画、做做, 使单词再一次得 到巩固, 通过以上 环节的扎实训练, 学生一定能自如 地作自我介绍。 复 习是学习的继续, 既对主要句型及 单词加深记忆, 又 促进了听说能力 的发展。

Post-task activity

Talk about yourself

板 书 设 计

教 学 反 思

Oxford English 1A M2 Revision(1)
Content(含课时) M2 Revision (Period 1) Aims 1.巩固三大类单词:动作(dance 等)、称呼(father 等)、形容 词(fat 等)。 2.在学习和生活中能用 Ican …….He/She/This is ……等学过的句型 说话。 3.通过学习和巩固调动学生的学习积极型,提高学生的说话能力。 巩固单词 cassette, card, etc Procedures Step Pre-task preparation Teacher’s activity Warming up Students’ activities 1. Greetings. 2. Sing a song. 3. Daily talk. e.g. Look! What’s this? Is this a … · · · · · · While-task procedure 1. Game: Hold the word cards in your hands. Flash each cards in turn to the students. Ask them to make a sentence using the idea from each card as quickly as they can. e.g. T; (Show a word card of sing) S1: I can sing. 2.Word revision 1. Play a game and make the sentence. Purpose 通过歌曲营造 英语学习氛围。 让学生在轻松 的语言环境中 进行交流。

Language focus Teaching aids

激发学生兴趣, 从而巩固所学 句型。

2. Put the same words together.

让学生通过单 词归类进一步 巩固这些单词。

3.Rhymes

3. Look and say the

儿歌轻快的节 奏能激发学生 的兴趣, 同时巩

rhymes. 4. Ask the students to listen and act. 5. Ask the students to listen and match. Post-task activity Show two tables. 4. Listen and act.

固所学单词。

5. Listen and match. Finish the self-assessment. 1. My feeling. 2. My attitude. 引导学生学会 在课堂中对自 己作出评价, 激 励学生的学习 兴趣和热情。

Assignment

1. Listen to the tape 2. Do some exercises 教 学 反 思

板 书 设 计

Oxford English 1A M2 Revision(2)
Content(含课时) Aims M2 Revision (Period 2) 1. To use modeled phrases to begin an interaction and maintain it by providing information in response to factual questions. e.g. What can you do? I can sing. Who’s she? She’s my grandmother. 2. 在学习和生活中能用所学句型。 3. 通过学习和巩固调动学生的学习积极型,提高学生的说话能 力。 巩固句型 Cassette, cards, etc Procedures Step Teachers’ activity Students’ activities Purpose

Language focus Teaching aids

Pre-task preparation

Warming up

1. Greetings. 2. Song “I can read” 3. Quick response

利用歌曲进 行复习, 学生 边唱边做动 作,兴趣浓 厚。 通过快速反 应, 巩固常用 句型 学生说说唱 唱反复操练 句型, 在唱唱 说说中学会 句型。

While-task procedure

1.Chant.

1. Ask the students to chant. e.g. What can you do? What can you do? I can dance. I can dance. Then make new chants.

2. Game.

2. Show the picture of your family members. Ask the students to guess who they are. e.g. T: She is thin. She can dance. Who is she? S: She’s…… Work in pairs. Talk about the member of family. e.g. This is my ….She’s….She’s ….She can ….She can ….I love her. Try to do the self-assessment. 1. My feeling. 2. My attitude.

通过游戏巩 固所学句型。 同时激发学 生学习英语 的兴趣。

Post-task activity

Say something about your family.

让学生开口 说, 提高学生 综合运用单 词和句型的 能力。 引导学生学 会在课堂中 对自己作出 评价, 激励学 生的学习兴 趣和热情。

Show two tables.

Assignment

1. Listen to the tape 2. Do some exercises

板 书 设 计

教 学 反 思

Oxford English 1A M3 U1(1)

Content

In the classroom !. To use numerals to describe things. 2. To Pronounce words, phrases and sentences correctly. 3. To learn the key words in an utterance by hearing the pronunciation. 4. To hear specific information in response to simple instructions and try to say: eleven, twelve. 5. To keep the classroom clean and nice. 1. To use numerals to count from one to six. 2. To use numerals to show quantity. Flash cards, some common classroom items such as pencils and rubbers. Procedures Teacher’s activity 1. Show the song “Ten little paper rabbits” 2. Show the flash cards to the students and say one, two, three and so on. 3. Count the common classroom items and make sentences. e.g. One, two, three, three rulers. One, two, two pens. 1. Ask the students to say and act according to your instructions. e.g. T: Show me one. Ss: (Show one finger) One. 2. Ask all the students to stand up and walk around the classroom. Say a number, for example, three. Students should make a group of three and stand hand in hand as quickly as possible. The Students’ activities Sing the song. Follow the teacher. Purpose 活跃课堂气 氛, 为新课教学 打下基础。

Aims

Language focus Teaching aids

Step Pre-task preparation

Count .

初步认识数的 概念。

While-task procedure

The students and Act it out.

say

通过活动, 让学 生进一步掌握 数。

Do the action.

通过学生生活 实际, 巩固数的 概念。

students who are not part of a group of this number are the losers. e.g. T: Three. Ss: (From groups of three) Ask the students to repeat this chant after you. e.g. One, one, one pencil. Two, two, two rulers. Three, three, three pens. Four, four, four rubbers Five, five, five books. Six, six, six bags. 4. Show common classroom items to the students and ask them to tell how many there are as quickly as possible. Post-task activity

Let the students count and say the numbers.

举一反三, 温故 知新。

the 1. Ask the students to do Part A Do ‘Listen and tick’ on Workbook exercises. page 26 and choose several students to check the answers. 2. Ask the students to do Part B ‘Listen and write’ on Workbook page 27. Then choose several students to check it. 3.Ask the students to count in pairs common classroom items. 1. Listen to the tape 2. look, count and say 教 学 反 思

listening

通过练习,反 馈课堂效果。

Assignment

板 书 设 计

Oxford English 1A M3 U1(2)

Content

In the classroom 1. To Identify the key words in an utterance by hearing the pronunciation. 2. To Hear specific information in response to simple instructions. 3. To use numerals to describe things. 4. To ask questions to find out quantity. 5. To try to make the new dialogue. 6. To help with the classmates. 1. To use numerals to count from one to six. 2. To use numerals to show quantity. 3. To ask questions to find out quantity. Cassette, some common classroom items such as pencils, rubbers, Etc Procedures

Aims

Language focus Teaching aids Step Pre-task preparation

Teacher’s activity 1. Show the song “Ten little paper rabbits” Elicit the new sentences pattern “How many…?” e.g. T: Give me two pencils. S1: Here you are. T: How many pencils are there? S: Ten. 2. Play the recording and to teach the students to sing the song ”Ten little paper rabbits”. Then ask the students some questions about the song. e.g. T: How many rabbits are there? Ss: Two. 3. Show some fingers to the students. Have them count how many fingers they see. e.g. T: (Show two) How many fingers? Ss: Two. T: (Show eight) How many fingers?

Students’ activities Listen to the song. Do the action.

Purpose 通过歌曲联 系,复习数字。 引出新授内容。

Try to master the song.

让学生学会听 懂,然后跟着 学,努力学会。

Say and act.

通过手指的演 示, 搞清数字和 英文的比配。

Ss: Eight.

While-task procedure

1. Show some common classroom items to the students and ask them to repeat after you in different voices. e.g. T: Grandma says, ‘How many pencils are there?’ Ss: How many pencils are there? 2. Show the flash cards to the students and have them say the numbers from seven to ten after you. e.g. T: (Show seven) Seven. Ss: Seven. 3. Have students learn this chant. How many, how many, how many rulers? Three, three, three, three rulers. How many, how many, how many pencils? Two, two, two, two pencils. 4. Have the students practise the dialogue of “Look and say” on Student’s Book page 28 in groups. Then ask them to act it out. e.g. S1: How many books are there? S2: Three. S3: Four. 5. Ask a student to come to the front of the classroom and close his/her eyes. Put some common

Count and say.

通过不同的 内容和不同的 声音重复练习, 提高学习效果。

Try to master the words of the numbers.

Say the chant.

通过学生喜欢 的儿歌形式练 习问答句, 琅琅 上口。

Make the dialogue.

Play the game.

classroom items in a box and shake it. Have the other students ask how many items are in the box. Have the students in the front of the classroom listen and guess. e.g.S1: (Turns around) T(Puts four pencils in a box and shakes it) Ss: How many pencils are there? S1: Four pencils. Ss: Yes, four pencils.

Post-task activity

1. Ask the students to do Part D “Look, count and circle” and Part E “Listen and check” on Workbook page 28. Ask some students to act out the dialogue. 2. Divide the class into pairs. Have them instruct each other on drawing on a piece of paper. 3. Ask the students to do Part C “Look, listen and answer” on Workbook page 27. Then have the students ask and answer in pairs. 4. Have the students do Task “Count the things in your pencils case” on Workbook page 29 in pairs. The students can substitute the words in the exercise with other words.

Do the exercises.

通过练习马上 反馈课堂学习 效果, 以便及时 调整教学方案, 提 高 教 学 时 效。

板 书 设 计

教 学 反 思

Oxford English 1A M3 U2 (1)
Content Aims M3U2 Period One Look and learn \ Play a game 1. To use nouns to identify fruit. 2. To Use numerals to describe things. 3. To ask questions to find out quantity. 4. To Identify the key words in an utterance by hearing the pronunciation. 5. To Respond to simple instruction. 6. To eat more fruit to be good for health. 1. To use nouns to identify fruit. 2. To ask questions to find out quantity. some fruit picture and cards, multimedia, etc Procedures Step Pre-task preparation Contents 1. Warming-up 2. Daily talk 3. Review 1. Count the numbers from one to ten. 2. How many…? (books / rabbits….) 1. Listen to the song: <Apple tree> T: Look, this is an apple. It’s red. 1). Read the word. 2).Say a rhyme. 2. Is this an apple? 1).Say: orange, orange, I see an orange. 2). Say some sentences with the new words. 1.Guess: What is it? Is it a\an…..? 复习数字和句型, 为新授作准备。 Methods Sing a song <Ten little paper rabbit> Purpose 歌曲活跃气氛。

Language focus Teaching aids

While-task procedure

Show some fruit and introduce their names. 1. Learn to say: apple, orange

利用歌曲, 激发学 生的学习兴趣。 出示图片单词, 认 读单词。

通过比较、 说说认 读。

通过猜谜游戏, 调 动课堂气氛。

2.Learn to say: pear , peach

It is a pear.(Put the fruit in the box) T: How many pears? S1: Six pears. S2: Five pears. 2. Is this a pear? No, it is a peach. (peach, peach, peach, I see a peach.) S1: I’m a peach. S2: Hi. Peach. I’m orange. S1: Hello, orange. How are you? S2: Fine. Thanks. S1: Goodbye. S2; Goodbye.

比较这两个单词 的字形,正确朗 读。

让学生在说说练 练中学习感知。

运用到句型之中, 复习巩固新知识。

3.Learn to say: banana , lemon Post-task activity 1. Do some exercise 2. Say and act

3. Say some sentences with peach and pear. The same to 2 1. Listen and number. 2. Listen and draw. Make new dialogues: How many…? 说说练练,把 新知识运用 到实际生活 中。

Homework

1. Read after the tape. 2. Say and act with your parents.

My feeling
(我的感受)

My attitude
(我的态度)

板 书 设 计

教 学 反 思

Oxford English 1A M3 U2(2)
Content M2U2 Period Two Look and say \ Say and act 1. To understand the key pattern: e.g. ……, please. 2. To use formulaic expressions to reply to requests. 3. To use formulaic expression to express thanks. 4. To be polite in the shop. 1. To use formulaic expressions to request something. 2. To use formulaic expressions to reply to requests. 3. To use formulaic expression to express thanks. Some fruit, multimedia, two puppets, etc Procedures Step Pre-task preparation Contents 1. Look listen and say: ……, please. Methods Show the wall picture to the students and then have them listen to the dialogue. S1: Apples, please. S2: How many apples? S1: Four. S2: Here you are. S1: Thank you. 1. Act out the dialogue P 31 T: Apples, please. S: How many apples? T: Four. S: Here you are. T: Thank you. 1. Repeat after the recording. Purpose 看图听录音, 初步了解对 话内容。

Aims Language focus

Teaching aids

2. Review and act out the dialogue.

让学生听过 录音之后在 设定的场景 中操练句子。 听录音跟读, 同时分小组

While-task procedure

1. Listen and act.

2. Repeat the dialogue using different voices. 3. Learn: At the supermarket

2. Divide the class into groups. Use the puppet to act out the dialogue. Show the wall picture, prompt the students to retell the dialogue. Show some fruit to the students and let them choose one. Work in pairs S1: Oranges, please. S2: How many oranges. S1: Three. S2: Here you are. S1: Thank you. Choose and act.

操练。

4. Act out the dialogue.

教师演示,利 用木偶练习 下段对话,注 意提醒学生 如何在超市 购物。

分小组练习 在超市购物。

5. Show three pictures with dialogues to the students.

表扬演得最 好的一组。 将所学的东 西灵活运动 到实际生活 中去。通过编 对话和作练 习巩固所学 知识。

Post-task activity

1. Play a Shopping

game:

2. Making a shopping list for Kitty. 3. Listen and say Homework

S1: Apples, please. S2: How many apples? S1: Four. S2: Here you are. S1: Thank you. Discuss in groups and make a dialogue about shopping for fruit. Workbook P32.

1. Read and act. 2. Make a dialogue about shopping. 3. Sing a song.

课外的延伸, 及时巩固知 识。

My feeling (我的感受)

My attitude (我的态度)

板 书 设 计

教 学 反 思

Oxford English 1A M3U1(1)
Content (含课时) Aims Places and activities In the restaurant 1. To use nouns to identify food 2. To use formulaic expressions to request something. 3. Don’t waste food. Language focus Teaching aids Step Pre-task preparation While-task procedure Using nouns to identify food Screen tape picture Procedures Teacher’s activities 1. Greetings 2. Song ‘Apple tree’ 1.hamburger Show a snack bar on the screen T: Look, this is a hamburger. 2. pizza cake pie 3.To show “apple pie orange pie” 4.A guessing game Ss: Cake/ hamburger/ pizza T: Which is missing? Ss: Pie 5. Read the rhyme 5. Show some pictures and read a rhyme 根据一年级学生 的年龄特点, 用生 Students’ activities 1. Greetings 2. Song ‘Apple tree’ 1. Learn: hamburger 2. Learn “pizza cake pie” Purpose 使学生带着浓厚 的英语学习兴趣 进入英语课堂。 让学生在真实的 语言环境中, 感知 “汉堡”等实物 用以前学过的水 果,拓展 pie,并操 练巩固今天的新 知识。 用快速记忆法, 活 跃课堂气氛, 达到 巩固的目的

4. Guess

Apple pie, banana pie Pizza and cake, pizza and cake. Hamburger, hamburger, hamburger, hamburger Soup—soup---

动的开火车式的 读音, 吸引学生的 注意力, 激发学生 的学习热情, 达到 巩固目的。

Post-task activity

1. Show the pictures of this text.

1. Try to repeat the words.

2. Do a survey Do you like…? What do you like to eat?

2. Do a survey

让学生通过录音, 模仿纯正的发音, 培养学生良好的 仿说习惯。 让学生通过动一 动、问一问、写一 写来巩固所学的 指示, 达到学以致 用的目的。

Assignment

1. Follow the tape 2. Read and say 教 学 反 思

板 书 设 计

hamburger pizza cake pie

Oxford English 1A M3U1(2)
Content (含课时) Aims Places and activities In the restaurant 1. To use formulaic expressions to request sth. 2. To use an indefinite article to refer to sth. 3. To learn manners.

Language focus Teaching aids Step Pre-task preparation While-task procedure

To use formulaic expressions to request sth. Screen, tape, picture, etc Procedures Contents Methods 1. Greetings. 2. Song ‘Apple tree’ 1. Review the words. 2. To learn “May I…?” 3. Try to say the dialogue Purpose 使学生带着浓厚 的英语学习兴趣 进入英语课堂。 复习、预热,使学 生唤起学习的欲 望。

1. Greetings 2. Song ‘Apple tree’ 1.Show the pictures of the snack bar 2. May I..? 3.Model a short dialogue about buying food T: May I have a pie? S: Here you are. T: Thank you. 4.Show pictures of different kinds of food and then have the students respond quickly. Eg. T: (Shows the flashcard of cake) Ss: May I have a cake? 5. Have a competition between boys and girls. B1 : May I have a cake? G1 : May I have a pie? 6.Practise the dialogue

以富有童趣的对 话, 激发学生运用 英语的兴趣。

4. Quick respond 通过快速反应, 引 导学生运用本课 的单词。

5. Have a competition 根据一年级学生 年龄特点, 小比赛 激发学生的对话 兴趣。 操练对话, 学以致 用。 培养学生良好的 对话习惯和礼貌 用语。 在歌曲中巩固句 型, 并在愉悦的心 情中结束本课的 学习。

6. Practise the dialogue 1.look at the picture and make a short dialogue

Post-task activity

1. Look and make a short dialogue, choose one picture Can I help you? May I have …, please? Here you are. Thank you. 2. sing a song 1. Follow the tape

2. Sing a song

Assignment

2. Make a dialogue 板 书 设 计 May I have…? Here you are. Thank you. 教 学 反 思

Oxford English 1A M4 U1 (1)
Content(含课时) Module 4 Unit 1 On the farm (Period 1) 1) To learn the new words: cow, chick. Aims 2) To use “What’s this/that”. “It’s a…” to talk about animals. 3) To communicate with others. 4) To take care of the animals. Language focus Teaching aids Step 1) To learn the new words: cow, chick. 2) To use “What’s this/that”. “It’s a…” to talk about animals. Picture, multimedia, cards, etc Procedures Contents 1. Sing a song. 《 Hi! How are you?》 Pre-task preparation 2. Rhyme. T: This, This, This is a book. It’s, It’s, It’s a pencil. Ss: Make rhymes. S1: This, This, This is a ruler. It’s, It’s, It’s a bag. 1. Show a chick’s voice: “Peep…Peep…” T: Listen! What’s this? It’s a … While-task procedure To learn: chick Ss: 小鸡 Ss: chick a chick S1:Hello! I’m a chick. “Peep…Peep…” … S2: It’s a chick T: What’s this? S1: It’s a chick. (one by 扮演说, 激发 学生兴趣。 Methods Sing a song. Purpose 歌曲使学生 集中注意力, 迅速进入学 习状态。 儿歌复习旧 知,活跃气 氛。 由声音导入 新知, 调动学 生多种感官 参与学习。

one) 2. To learn: What’s this? Show a chick’s picture. T: Who can ask me? To learn: What’s T: It’s a chick. 3. Say a rhyme: What’s, What’s, What’s this? It’s, It’s, It’s a chick. 4. To learn: What’s that? Show the far chick. T: What’s that? It’s a… To say: that To say: this, this 这,这,这 that, that 那,那,那 T: What’s that? Say a rhyme: What’s, What’s. What’s that? It’s, It’s, It’s a chick. 5. To learn: cow Show a cow’s voice. What’s that? To learn: cow 6. Read the text. S1: It’s a … S2: cow cow, cow, a cow Ss: say Ss: say Ss: say S1: It’s a chick. Pair works. Ss: It’s a chick. Ss: that Ss: say. Ss: What’s S1: What’s this? (one by one)

用开小火车 的形式巩固 新知。

用朗朗上口 的儿歌来巩 固新句子。

在老师的引 导下, 让学生 知道 this 和 that 的 不 同 用法。 对子活动让 学生在同伴 中学习, 增强 学习效果。

由听、说到 读, 逐步培养 其学习能力。

1. Listen and choose. “Moo…Moo…” A: cow “Peep…Peep…” B: chick T: Listen. A or B. Post-task activity 2. Play a game: Guess What’s this? What’s that? Ss: What’s this? S1: It’s a… Ss: What’s that? S2: It’s a… 在游戏中巩 固新知, 重新 燃起学生的 求知欲望。 S1: A. cow. S2: B. chick 听力练习来 巩固新学单 词。

Homework

Say the parents.

rhymes

to your

把所学儿歌 说给家长听, 进行语言训 练。

1AM4U1 板 书 设 计 cow What’s that? chick What’s this? It’s a… 教 学 反 思

Oxford English 1A M4 U1 (2)
Content(含课时) Module 4 Unit 1 On the farm (Period 2) 1) To learn the new words: duck, pig. 2) To use “What’s this/that”. “It’s a…” to talk about things. Aims 3) To communicate with others. 4) To take care of the animals.

Language focus Teaching aids

1) To learn the new words: duck, pig. 2) To use “What’s this/that”. “It’s a…” to talk about things. Picture, multimedia, cards Procedures

Step

Contents 1. Sing a song. 《Ten little rabbits》 2. Daily talk ① Give me a ruler, please. ② What can you do? ③ Touch your face. ④ Hi! Alice. Look! It’s you.

Methods Sing a song.

Purpose 营造英语课 堂的氛围,使 学生进入学 习准备阶段。 复习旧知,并 培养学生的 交际能力。

S1: Here you are. S2: I can dance. S3: This face. is my

S4: Yes, It’s me. S5: No, it’s not me. S6: It’s a … S7: It’s a …

Pre-task preparation

⑤ Hi! Bon. Look! It’s you. ⑥ What’s this? ⑦ What’s that? 3. Say a rhyme. What’s. What’s. What’s this? It’s. It’s. It’s a chick. What’s. What’s. What’s that? It’s. It’s. It’s a cow.

Ss: Say together.

朗诵儿歌,激 发学生学习 兴趣,为新授 作准备。

1. To learn: Pig Show a pig’s voice. T: What’s this? T: Pig While-task procedure Show a pig’s mask. T: Hello! I’m a pig. “Oink…Oink…” Ss: It’s a … Ss: Pig Pig, Pig, a Pig S1: Hello! I’m a pig. “Oink…Oink…” 2. To learn: duck 3. Make rhymes S1: … Say: duck Duck, duck, 戴面具表演 说,学生乐在 其中。

duck A, B, C Duck, duck duck, 尝试着学编 几个简单的 儿歌,学以致 用,增强学生 学习自信心。

One, two, three S2: A duck, a pig. I can see 4. Read the text. me Ss: say 1. Listen and choose “Quack… Quack…” A: duck “Peep… Peep…” “Moo… Moo…” “Qink…Qink…” B: chick C: cow D: Pig S1: It’s a cow. It’s a pig. It’s a duck. It’s a chick. Post-task activity A duck. a pig For you and

Ss: Listen choose

and 听力练习,巩 固新授单词。

2. Quick response: What’s this? What’s that?

快速反应,了 解学生学习 情况,激发学 生竞争力,促 使学生主动 学习。

3. Listen and enjoy. What’s this? What’s this? It’s a chick. What’s that? What’s that? It’s a duck. The chick and the duck. The duck and the chick Peep, peep, peep. Quack, quack, quack. Listen and enjoy.

儿歌欣赏和 学唱,避免学 生觉得乏味 枯燥,并起到 巩固和提升 新知的作业。

1. Say the rhyme to your parents. Homework 2. Make a pig’s mask.

开放式作业, 构建和谐的 学习型家庭。 教

板 书 设 计

pig What’s this? It’s a… duck What’s that?

学 反 思

Oxford English 1A M4 U2(1)
Contents Aims In the zoo Total: 2 No: 1

1.To learn the new words: bear, tiger, monkey, panda 2. To use adjectives to describe animals: It’s fat.

Language focus Teaching aids

1.To use nouns to identify animal. 2. To use adjectives to describe animals. word and picture cards, multi-media, etc

Procedure Step Pre-task preparation Teacher’s activity 1. Song ”In the zoo” 上课开始时,教师让学生观 看屏幕上的卡通动画欣赏这 首歌。 2. 介绍 zoo 教师出示动物园门牌的图片 对 , 向 学 生 介 绍 说 :”It’s a zoo.” “It’s the Shanghai Zoo’ 并 问: “What’s in the zoo?” While-task procedure bear 1. T: Look! It is the 1. Read the word: bear 让学生用所 2. Answer the questions Students’ activities 1. Enjoy the song Purpose 使学生带着 浓厚的兴趣 进入英语课 堂 让学生了解 zoo 的含义。

Shanghai Zoo. There are many animals in the zoo. This is a bear. 2. This is a bear. What can you say? 3. T: What’s this? What’s that? 4. T: How is the bear? It’s fat. 2. Make a new sentence: Eg: I see a bear. draw a bear. 3. Ask and answer: What’s this? It’s a bear. that? It’s a bear. 4. Learn: It’s fat. 5.Try to say: It’s a bear. It’s fat. tiger 1. T: Is this a bear? No, it’s a tiger. 2. Ask: What’s this? What’s that? 3. T: How is the tiger? It’s big. 4. A chant: A bear, a tiger. I can see. A bear, a tiger. Big and fat. monkey 1. Guess! What’s this?(模 糊画面) 2.T: Look ! It’s a monkey. 3. Say and act: I’m a monkey. 4.T: How is the monkey? 2. Read the word: monkey 3. Say and act: I’m a monkey. 4.Try to say: It’s small./ It’s clever. / It’s lovely. panda 1.T: Is this a monkey? No, it’s a panda. 2. Ask: What’s this? What’s that? 3. Try to say: It’s lovely./ 2. Ask and answer: 1. Read the word: panda 1. Guess: It’s a ---. 2. Ask and answer: What’s a …… 3.Try to say: It’s big. It’s fat. 4. Say the chant. this/that? It’s 1. Read the word: tiger What’s I can

学过的句型 造句,既复习 旧知,又操练 新知识。

用儿歌的形 式巩固新单 词,有节奏又 上口,学生容 易记住。

3. T: How is the panda?

It’s big./ It’s fat.

Post-task activity

1. Listen to the tape. 2. Play a guessing game. Eg. this? 3. Rhyme: What’s this? What’s this? It’s a bear. It’s fat. What’s that? What’s that? It’s a monkey. It’s thin. …… It’s big. It’s fat. It’s black and white. What’s

1. Read after the tape. 2. Look, listen and guess.

做猜谜游戏 时可借助动 作,颜色等描 绘动物,让学 生有据可猜。

3. Say the rhyme.

板 书 设 计

教 学 反 思

Oxford English 1A M4 U2(2)
Contents Aims In the zoo Total: 2 No: 2 1. To ask yes/no questions to obtain simple responses: Is this a bear? 2. To use formulaic expressions to confirm or deny: Yes./ No. It’s panda. Language focus Teaching aids Procedure Step Teacher’s activity Students’ activities Purpose 1. To ask yes/no questions to obtain simple responses: Is this a bear? 2. To use formulaic expressions to confirm or deny: Yes./ No. It’s panda. Word and picture cards, multi-media, etc

Pre-task preparation

1. Song <In the zoo> 2. Daily talk: What can you see in the zoo? What do you like? 3. Show the pictures and ask questions: What’s this? What’s that? How is the bear? 4. Show the rhyme.

1. Try to sing the song. 2. Answer questions.

调动学生的 学习兴趣。

3. Look and say: It’s a…… It’s ……. 复习旧知, 为新学作准 备。 4. Say the rhyme. 以 pair work 和 1. Answer questions: Yes./No. 2. Try to ask: Is this a bear? 3. Quick response. group work 的形式 进行快速问 答,达到操 练的目的

While-task procedure

To learn: Is this a bear? Yes./ No. 1.T: Look, children. Is this a bear? 2.T: Can you ask? 3.Quick response: Is this a bear? Yes./No. To learn: Yes. It’s a bear./ No. It’s a panda. 1.T: Is this a bear? Yes, it’s a bear. 2. T: Is that a bear? No, it’s a panda. 1. Listen to the tape. 1. Read after the tape. 2. Play the game. S1: What’s this? S2: It’s a bear. S1: Is this a bear? S2: Yes. It’s a bear. / No. It’s a panda. 3. Play a guessing game. eg. It’s big. It’s lovely. It’s brown. What is it? 3. Guess: Is this a bear? / Is that a monkey? 1. Answer questions: Yes. It’s a bear. 2. Answers: No. It’s a panda.

课前让学生 准备好自己 的动物玩 具,在课堂 上玩一玩。 通过游戏, 使学生了解 到单词的相 关信息。

Post-task activity

2. Play a guessing game. (Ask every students to bring a toy animal to class.)

板 书 设 计

教 学 反 思

Oxford English 1A M4 U2 (3)
Contents Aims Revision (In the zoo) 1. Review the words: bear, tiger, monkey, panda 2. Review the sentences. Language focus 1.To use nouns to identify animals 2.To use adjectives to describe animals 3. To ask yes/no questions to obtain simple responses: Is this a bear? 4. To use formulaic expressions to confirm or deny :Yes./No. It’s panda. Teaching aids Procedure Step Pre-task preparation Teacher’s activity 1. Enjoy a song. 2. Daily talk Eg. What can you see in the zoo? Do you like the tiger? 3. Look and ask: What’s this?/ What’s that?/ Is this a tiger?/Is that a panda? While-task procedure To review the words 1.Look and read 2. Make a new a rhyme: Eg. Fat bear, thin bear 1. Look at the word cards and say the words 2. Make new rhymes with the words: bear, tiger, monkey 利用已学过的 儿歌结合本单 元的单词,编 3. Look and answer Students’ activities 1. Enjoy a song. 2. Daily talk Purpose 让学生在愉快 的音乐中进入 学习状态。 Word and picture cards, multi-media, etc

One and two Fat bear, thin bear I see you. 3. A match game 4. Listen and act Eg. A fat bear is coming. To review the sentences: 1. Prepare some cards with animals on them. Shuffle the cards and have a student take one. 2. Ask questions 1. Ask the students to do Part A “listen and play ”on Workbook page42. Post-task activity 2. Have the students to do Part B on Workbook page 43. 3. Ask the students to do Part C on workbook page 44.

and panda

出新儿歌,逐 步培养学生的 创造意识。

3. Play the match game 4. Listen and act.

1. He/She should imitate this animal. The class should guess what animal it is. 2. Answer questions. 1. Listen and tick. 让学生自己 带一些动物玩 2. Look, listen and answer. 具, 增强兴趣。

3. Listen and play.

Assignment 板 书 设 计

Do some exercises 教 学 反 思

Oxford English 1A M4 U3 (1)
Content 1. Vocabulary: red, green, blue, yellow P47

2. Grammar and expressions: It is …(colour). P46 Colour thing colour. 3. 拓展内容:A rhyme P49 1. To pronounce the words: red, green, etc. Aims 2. To use adjectives to identify colours: It is red. 3. To try to say the rhyme for the more able students. 4. To understand the question (What colour is it?) and answer e.g.: It is… Teaching aids Students preparation Procedures Step Pre-task preparation 2. Play the rhyme P49. colour S1 Teacher’s activity 1. Greetings. Students’ activities 1.Greetings a. T-S1 b. S1-S2 Purpose 热身运动,活跃气 氛。 在儿歌中引出今天 的新内容,认识颜 2. Listen and try to say the 色,j 培养学生良好 的听力习惯,激发 学生主动探究知识 的能力。 While-task procedure 1. red T: Show an apple and say ‘It’s red.’ 2. yellow T show a banana 3. A guessing game What colour is it ? 1. Blue Read a rhyme Red, red It’s red. 4.a.Learn the new word blue b. Read the rhyme. 1. a. Learn: red b. learn the rhyme Red, red. It’s red. 2. a. Point and say yellow b.Make a rhyme 3. S1: It’s… 用猜谜的方式来激 励学生参与学习并 操练新句型,同时 引出新单词 blue。 把刚学过的儿歌加 以串联,巩固今天 由学生的回答来引 出新授,给学生以 成功的感觉。 Students’ book 1A P47, 49, 46 Multimedia, word cards and pictures, Prepare Page 49,47

Yellow…, Blue… 5. Show some pictures and ask. What’s this? What colour is it? 6. Listen and draw Colour the book red. ….. Colour the pencil green. 7. Enjoy a song. 1. Enjoy the song. <colours> 3. Listen and colour Then learn the word green 2. Look and answer It’s a/an.. It’s …

的新知识。 让学生会区别两个 不同的问句,会听 问句并会快速反 应。 通过听听画画让学 生熟悉各种不同的 颜色,同时引出新 授。

根据一年级小学生 的特点,以歌曲加 以调节学生的学习 热情。

Post-task activity

1. Show the letters 2.Have the students do Part B.

1. Pick outthe same colour letters,make red, blue, yellow, green 2.Try to do the selfassessment. E.g: What colour is No.1? ---It’s red. What colour is it? --- It’s green.

在游戏中,学习单 词的字形。单词与 颜色的内在联系帮 助学生记忆新词。 引导学生学会在课 堂中对自己作出评 价,激励学生的学 习兴趣和热情。 让学生在愉悦的心 情中结束美好的英 语课,并期待下次 英语课的到来。

3.Finish the tables 4. Say a rhyme Assignment

3.S My feeling 4.Listen and say

1. Listen and read the words P47. Prepare P46

Unit3 In the park 板 教

书 设 计

red

yellow

学 反 思

blue

green It’s an apple. It’s red.

Oxford English 1A M4 U3 (2)
Content 1. Grammar and expressions: What colour is it? It is …(colour). P46 2. Extension:orange, brown 1. To ask wh-question to find the colours of the objects Aims What colour is it? 2. To use adjectives to identify colours and answer: It is red. 3. To use the six colour words fluently: (add orange, brown) e.g.: It is… Teaching aids Students preparation Procedures Step Pre-task preparation Teacher ’s activity 4. Greetings. What’s this? What’s that? What colour is it? Students’ activities 1.Greetings a. T-S1 b. S1-S2 It’s colour. Purpose 热身运动, 活跃气 氛, 同时复习前 面所学的动物为 下文作铺垫。 Students’ book 1A P46, 48, 49 Multimedia, some colorful animal pictures, etc Prepare Page 46

(Show some colourful pictures) 2. Show the word cards While-task procedure 1. Play a guessing game What is it? 1. Read the words Red, yellow, blue, green, Orange, brown 1. Listen and guess e.g. It’s yellow. It’s small. It goes ‘peep…peep..’ What is it? 2. Show the animals they have guessed T: What’s this? What colour is it? 3. What colour is it? 3. Learn the sentence Make a chant: What colour, what colour , What colour is it? Ss:Clap hands and say 4. Point one object and ask: What colour, what colour , What colour is it? 5. Make up a rainbow 4.a. Ss: Follow the teacher S1answer: It’s … b. Work in groups of four a. T-S1 What colour is it? It’s … Do you like the It’s a rainbow. b. S1-S2 c. Introduce the rainbow This is a rainbow. It is red, yellow, blue… (It is beautiful. I like the rainbow.) rainbow? 2. Look and answer the questions

在 greeting 中引 出今天的拓展内 容, 并复习巩固所 学的颜色单词。 通过听描述小动 物的特征和颜色 来猜动物,完成 P48 页内容, 让学 生学会灵活运用 颜色, 并为下一个 环节为铺垫。

把机械性操练转 化为朗朗上口的 chant,学生易学、 乐学。

让学生在师生互 动、 生生互动中学 会今天的主要句 型, 量大面广有效 果。 让学生通过七条 不同颜色的纸条, 在七次回答后组 成彩虹, 在学生在 动动、 说说中把所 学句型灵活运用 于实际生活。 让学生在描述彩 虹过程中感受颜 色给生活带来了

美丽。

Post-task activity

Go to the park Play the cassette Play it again

Listen and follow Listen and repeat Work in pairs Share in class

在公园中边欣赏 美景边进行问答, 利用创设的情境 让学生进行语言 的活用。 以公园为背景, 在 优美的儿歌中结 束, 让学生有美的 感受。

In the park, fly some kites

a. Learn kites---kites in the sky b. Listen and follow c. S1 read it in class d. Vote for the best one

Assignment

Read P46. Listen to the cassette P46-49

Unit3 In the park

板 书 设 计

教 What colour is it ? It’s yellow 学 反 思

orange

brown

Oxford English 1A Module3 Revision (1)
Content (含课时) 1A Module3 Revision (1)

Aims

1. To enable the pupils to identify and read the study materials. 2. To enable the pupils to express the numbers, fruit properly. 3. To enable the pupils to request something. 4. To bring up pupils good habits of listening and speaking. 5. To motivate pupils’ interest in English. 6. To educate the pupils to be polite to the others. 1. To use the numerals to count from one to six. 2. To ask Wh-questions to find out quantity. 3. To use formulaic expressions to request something. Multimedia, picture cards, real objects Procedures Contents 1. Warming up 2. Greetings Methods Sing a song T says,P1 responds (Hello, Hi, Good morning, etc) Purpose 让学生快速进入 英语学习状态; 师 生问候既是对所 学问候语的复习, 又增进了师生情 感互动。 猜一猜的游戏设 计, 帮助学生快速 回顾所学单词; 通 过唱歌, 词形和词 义配对等学习活 动, 帮助学生巩固 单词音、形、义的 联系;模仿编新 歌, 初步培养学生 运用所学单词的 能力, 并强化了本 单元的数词训练。

Language focus

Teaching aids Step Pre-task preparation

While-task procedure

Review the words about the study materials.

1. Guessing game T: How many…? 2. Sing the song: “Ten little paper rabbits” 3. Matching game Match the pictures and words. 4. Make songs. e.g. One little, Two little, Three little rabbits. Four little, Five little, Six little rabbits. Seven little, Eight little, Nine little rabbits. Ten little paper rabbits

Review the dialogue.

1.Show the situation 2. Look and listen 3. Look and say. 4. Think and complete

运用多媒体创设 在水果店买东西 的情景和语境, 把 语言点串成一个 主题, 让学生在看 看、听听、说说、 想想中感知、理 解、掌握语言。 通过模仿自编对 话, 初步培养学生 同伴合作能力和 会话能力。

Post-task activity

Make a dialogue.

Say and act. (work in pairs)

Assignment

1. Read the book 2. Follow the tape

板 书 设 计

教 学 反 思

Oxford English 1A Module3 Revision (2)
Content (含课时) Aims

1A Module3 Revision (2) 1. To enable the pupils to identify food. 2. To enable the pupils to request something. 3. To enable the pupils to greet customers. 4. To bring up pupils good habits of listening and speaking. 5. To motivate pupils’ interest in English. 6. To educate the pupils to be polite to the others. 1. To use formulaic expressions to request something. 2. To use an indefinite article to refer to something.

Language focus

3. To use formulaic expressions to greet customers. Teaching aids Step Pre-task preparation Picture cards, paper, masks, etc Procedures Contents 1.Warming up 2.Greetings Methods Sing a song T says, P1 responses (Hello, Hi, Good morning, etc) 1.Quick response T: What can you see? How many…? 2.Guessing game a. Look at my mouth b .What is missing? ( pictures; words) 3.Listen and number Purpose 让学生快速进入英语 学习状态; 师生问候既 是对所学问候语的复 习, 又增进了师生情感 互动 通过快速反映的问答, 既对要复习的词句进 行了初次强化,又调动 了学生的学习热情; 通 过看口型,猜单词的游 戏 帮助学生掌握单词 的正确读音;What is missing 的游戏,让学 生在检索、 回忆中整体 巩固了单词的音、形、 义; 根据学生的实际情 况设计听力材料(语 段),在词不离句中再次 复习了单词, 又为下面 的复习作了铺垫. 运用多媒体创设在超 市买东西的情景和语 境,通过老师介绍,学 生跟说到学生的演演 说说, 从扶到放, 使语 言学习层层推进。 用不 同的头饰,充分考虑了 低年级学生的年龄特 征,同一知识点用不同 的途径来强化,既提高 学生的积极性, 又提高 复习的效率。

While-task procedure

Review the words about the food.

Review the pattern: A: May I have…, please? B: Here you are. A: Thank you.

1. Show the situation e.g. A: Can I help you? B: May I have a pie, please? A: Here you are. B: Thank you. 2.Show some masks (shop assistant, Alice, Danny, Kitty, Eddie, etc) Pupil can choose one then act and say.

Post-task activity Assignment

Make a dialogue.

Say and act. (work in pairs)

通过模仿自编对话, 初 步培养学生同伴合作 能力和会话能力。

1. Read the book 2. Follow the tape 教 学 反 思

板 书 设 计

Oxford English 1A M4 Revision (1)
Content My teacher 1. To use nouns to identify animals. Aims something. e.g. What’s this? e.g. chick, bear

2. To ask wh-question to find out specific information about 3. To use onomatopoeic words to indicate animal sounds. e.g. Oink… Oink…. 4. To ask yes/no questions to elicit simple responses. e.g. Is this/that a bear? 5. To use formulaic expressions to confirm or deny. e.g. Yes/No. It’s a panda. 6. To protect the animals and protect ourselves.

Language focus

1. To use nouns to identify animals. e.g. chick, bear 2. To ask wh-question to find out specific information about something. e.g. What’s this? 3. To ask yes/no questions to elicit simple responses. e.g. Is this/that a bear?

Teaching aids

Pictures, multimedia, cards

Procedures Step Teacher’s activities Students’ activities Purpose

Pre-task preparation

5. Greetings. 2. Sing a song. <In the zoo>

1.Greetings 2. Sing a song.

热身运动,活跃气 氛。 在歌曲中引出今天 的复习内容——动 物。

While-task procedure

Ⅰ 1. T: What animal can you hear in the song? T shows the animals then ask: What’s this/that? 2. Talk with your desk mate. 3.T asks: Look. Is this a tiger? … 4. Guessing game. P1: Is this/that a …? 3. S: No, It’s a bear … 4. P2: Yes./ No. 6. S—S Work in pairs 在同桌操练的过程 中学会使用句型。 利用老师的的课件 中的动物来练习一 般疑问句。 在课件中设计猜谜 游戏,让学生在猜 的过程中操练,既 愉快又有了知识的 训练。 Ⅱ 1.T:Let’s go to Shanghai wild life Park 1. Watch the video(bear, tiger, monkey, panda, chick, duck, cow, pig) . S --- S What’s this? It’s a … Is this/that a …? Yes./No. 一段介绍野生动物 园内动物的录像让 学生和动物拉近了 距离。能大胆和同 学交流。 . S: It’s … 1. S: tiger, lion, monkey. 通过歌曲引出的动 物来复习本单元重 要句型。

2. T: Which animal do you like? T: Why? 3. T: Four students in a group. Act out the animal you like.

2. S: I like the … S: It’s … 3. Ss act out the animal. Hello. I’m a… I’m …. …… 4. O.K. 在交流喜爱的动物 的原因时自然地复 习如何用一个词简 单地描述动物。 小组边扮演动物边 使用形容词和象声 词介绍,让学生在 做做玩玩中体验收 获学习成果的喜 悦。 在学科学习中教育 学生既要保护动 物,又要有保护自 己的意识。 让学生在儿歌中把 刚才复习的内容加 以巩固。 通过对话或者陈述 的方式来介绍 I’m in the zoo 这个主 题中的动物。要求 学生将所学的句型 综合运用,训练学 生的综合运用的能 力。

4. We must protect the animals and protect ourselves. 1.A rhyme.

Post-task activity

1. Say a rhyme. <What’s this?>

2. Ask students to say something about the animals.

1. S takes out their own toy animals , then act out < I’m in the zoo> Some key words: There’s a… It’s a… It’s … Is this/that a …?

Assignment

1. Read P42- 45 2. Play the guessing game with your parent. (animals)

板 书 设 计

bear tiger monkey panda chick duck cow pig

教 学 反 思

Oxford English 1A M4 Revision(2)
Content Aims My teacher 1. To use adjectives to identify colours. e.g. It is red. 2. To use imperatives to give simple instructions. e.g. Colour the pear yellow. 3. To ask wh-questions to find out the colours of objects. e.g. What colour is it? 4. To use onomatopoeic words to indicate animal sounds. e.g. Peep… Peep. 5. Not to draw on the desk or on the wall. Language focus 1. To use imperatives to give simple instructions. e.g. Colour the pear yellow. 2. To ask wh-questions to find out the colours of objects. e.g. What colour is it? 3. To use onomatopoeic words to indicate animal sounds. e.g. Peep… Peep. Teaching aids Procedures Step Teacher’s activity Students’ activities Purpose Pictures, multimedia, cards, etc

Pre-task preparation

1. Greetings. 2. Say some rhymes on students’ book. 3. Enjoy the song. < Rainbow>

1. Greetings 2. Say the rhymes. 3. Enjoy the song.

热身运动,活跃气 氛。 在歌曲中引出今天 的复习内容——颜 色和动物。

While-task procedure

Ⅰ1. T: What color can you hear in the song? T points the colors then ask: What color is it? 2. Talk with your deskmate.

1. S: red, blue, yellow, green. S: It’s … 2. S—S Work in pairs

通过歌曲引出的动 物来复习本单元重 要句型。 在同桌操练的过程 中学会使用句型。 利用老师的的课件 中的各种颜色的物 品来练习。

3. T shows a picture. (black and white) T: Color the sky … Color the tree… Please try to be a little artist. (Pear- yellow, applered, orange- orange, kite- brown, chickyellow, book- red, ruler- blue, rubbergreen, pencil- green, duck- yellow) 4. T: We can’t draw on the desk or on the wall. 5. Talk about the picture. 6. T: Let’s go to old Macdonald’ s farm. T: What animal is on the farm? You can make a riddle. Let’s guess.

3. S: Color the sky blue. Color the tree green. S: Color the …. …. 出现一副黑白图画 后,教师引导学生 来使用 Color the ……说出他想 给它涂的颜色。并 看看老师给图画涂 S: O.K 的色。在做创意小 画家的过程中学生 的发散思维得到充 4. S—S Work in pairs What’s this/that? It’s a … What color is it? It’s … 5. Enjoy the song <old Macdonald has a form>. S1: It’s yellow. It’s small. It goes ‘ peep peep’. What is it? S2: It’s a chick. (duck, duck, cow, pig) 在学科学习中教育 学生注意学校的规 则,做文明的小学 生。 让学生在交流的过 程中同桌间检验学 习成果。 一首主要模仿动物 声音的欢快的歌既 能创设愉快的情绪 又能自然地过渡到 将颜色和动物结合 起来的游戏中来。 分的施展。

Post-task activity

1.Make a rhyme. T: Which animal do you like? I like the chick. Look! One , two It’s a chick. Small and yellow Yellow and small Peep, peep It goes peep, peep I love it.

2. Make a rhyme.

让学生在儿歌中把 刚才复习的内容加 以巩固。 通过自编儿歌的方 式来运用多种信息 来介绍自己喜爱的 动物。要求学生将 所学的句型综合运 用,训练学生的综 合运用的能力。

S makes a new rhyme. One , two It’s a____. ____ and _____ _____ and _____ _____, ______ It goes _____, _____ I love it.

Assignment

1. Read P46- 49 2. Say the own rhyme to your parents.(animals you like)

板 书 设 计

red blue yellow green

教 学 反 思



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